A Blended Summer School Experience for English Learners

Autor/in	Koeppen, Olga Maritza
Titel	A Blended Summer School Experience for English Learners
Quelle	(2016), (177 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, San Diego State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3696-2794-7
Schlagwörter	Hochschulschrift; Dissertation; Summer Programs; Computer Software; Teaching Methods; Literacy Education; Program Descriptions; Elementary School Students; English Language Learners; Classification; Profiles; Measures (Individuals); Cognitive Development; Scores; Statistical Analysis; Achievement Gains; Special Education; Reading Tests; Writing Tests; Listening Comprehension; Blended Learning + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Sommerkurs; Teaching method; Lehrmethode; Unterrichtsmethode; Classification system; Klassifikation; Klassifikationssystem; Charakterisierung; Profilanalyse; Messdaten; Kognitive Entwicklung; Statistische Analyse; Achievement gain; Leistungssteigerung; Special needs education; Sonderpädagogik; Sonderschulwesen; Lesetest; Writing test; Schreibtest; Hörverständnis
Abstract	This study analyzes Achieve3000, Lexia Core 5, and Imagine Learning software programs designed to increase student literacy levels in a six-week summer school program. The Brainology program was also used with 4th to 6th grade students to determine if there was an increase in growth mindset. Three elementary schools with the highest percentages of English learners and students eligible for free and reduced lunch were selected from Bonita Valley Unified. Each school received a different digital curriculum. Second through sixth grade English learners (n = 241) not making one level of growth on the CELDT between the 2013-14 and 2014-15 school years were invited to attend. The summer school program took place from June to July of 2015. The instruments used to measure pre- and post-growth were the STAR Reading Enterprise, CELDT results, AMAO targets, reclassification rates from the 2014-15 and 2015-16 school years, and the Mind Assessment Profile (MAP) survey that measures growth mindset. Student surveys, focus groups, and classroom observations were also part of this study. Students that attended EL summer school showed Lexile gains of M = 92.40 for Achieve3000, M = 60.57 for Lexia Core 5, and M = 90.69 for Imagine Learning. A multiple regression analysis shows an R[superscript 2] = 0.50 of variance in the Lexile reading score that is explained by Grade (p < 0.01), Pre CELDT levels in Writing (p < 0.01), Reading (p < 0.05), and Listening (p < 0.05), and special education status (p < 0.05). Gains were made in AMAOs in two of the three schools, along with increased reclassification rates at all three sites. As a result of using the Brainology program, students increased their growth mindset as evidenced by MAP scores and qualitative data. CELDT overall scores for Fall 2015 indicate an R[superscript 2] = 0.31, which is explained by Lexile post scores (p < 0.001) and special education status (p < 0.005). Students identified as special education and English Learner benefited from the summer program. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01